Abstract:

Rapid developments in digital technologies have significantly transformed teaching and learning processes, increasing expectations for teachers to integrate innovative tools into classroom practice. Among these technologies, Virtual Reality (VR) has gained considerable attention in education due to its immersive, interactive, and experience-based learning opportunities. In primary education, where learning is closely linked to concrete experiences, VR has the potential to enhance students’ engagement, motivation, and conceptual understanding. In this context, examining pre-service primary teachers’ perceptions of VR-supported teaching is crucial for informing teacher education and effective technology integration.

The aim of this study was to explore pre-service primary teachers’ views on the use of virtual reality in teaching, focusing on perceived pedagogical contributions, effects on student motivation and learning, advantages compared to traditional teaching methods, challenges in implementation, and intentions for future classroom use. The study employed a qualitative research design based on a phenomenological approach to gain an in-depth understanding of participants’ experiences and meanings attributed to VR in educational contexts.

The participants consisted of 35 pre-service primary teachers enrolled in a primary teacher education program at a public university during the 2025–2026 academic year. Purposeful sampling was used, and participation was voluntary. Data were collected through semi-structured individual interviews and analyzed using content analysis. The analysis process involved systematic coding, categorization, and theme development, and the findings were supported with direct participant quotations to enhance credibility and trustworthiness.

The findings revealed three main themes: perceived pedagogical contributions of VR, perceived limitations and challenges, and professional intentions and system-level expectations. Participants emphasized that VR supports experiential and interactive learning, facilitates the concretization of abstract concepts, and enhances student motivation and engagement. However, challenges such as lack of technological infrastructure, high costs, technical problems, and insufficient teacher training were identified as major barriers to effective implementation. Despite these challenges, most participants expressed a strong intention to use VR in their future classrooms, provided that adequate infrastructure, institutional support, and professional training are ensured. Additionally, participants highlighted the need for integrating VR into curricula through systematic planning and pilot implementations.

The results suggest that while pre-service primary teachers hold positive perceptions of VR as a pedagogically valuable tool, its effective use in primary education requires comprehensive support at both institutional and policy levels. The study contributes to the international literature on educational technology by providing empirical evidence on teacher candidates’ perspectives and offers practical implications for teacher education programs, emphasizing the importance of practice-oriented and pedagogically grounded VR training for future teachers.

Keywords:

Virtual reality, pre-service primary teachers, technology-supported teaching, qualitative research, phenomenology.